A desire to learn how to effectively teach with technology is the reason that I originally decided to pursue a Master's degree in Educational Technology. I believe that in order to successfully reach, teach, and produce prepared 21st century life-long learners and citizens, we must teach with technology across the curriculum.
Week 1 Reflection
This week I have learned about various theories of learning constructivism, connecdtivism, and cyborg. I found each of them interesting. Constructivism is a theory of learning is built upon the foundation that learners construct meaning for themselves building upon what they already know. Technology is used as a means to allow students to work at thei own pace, use multimedia to enrich their work, and build on thier own understanding by using computers to research a topic, complete learning activities, and communicate/collaborate with others (Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on October 4, 2009 from http://www.sedl.org/pubs/tec26/intro2c.html). Connectivism, on the other hand, is a learning theory based on learners making relevant connections to facilitate ongoing learning. Knowing where to find information when it is needed, according to George Seimens's theory, becomes just as important as knowing what or knowing how. The Cyborg learning theory presented by Kevin Warwick involving the use of implanted computer chips in humans to enhance or upgrade mental abilites was also very interesting. Students implanted with computer technology would significantly change the way they learn and what they would need to learn. Enhanced memory, senses, and mental abilities could be possible with these implants. Personally, I find this theory to be the most controversial as it involves the fusion of technology with the human - one never to be apart from the other. For me, it is a bit too invasive.
After reading all of the articles this week, I believe that adhere mostly to the constructivist theory of learning. I really enjoyed the article by Sprague and Dede (1999) entitled "If I Teach This Way, Am I Doing My Job: Constructivism in the Classroom." It was while reading this article that I realized my classroom looks more and more like this model each year that I teach. The authors relate that traditional teachers and some principals view learning as teacher-driven and occurring in a quiet, orderly classroom arranged in rows. However, where learning really takes place is in the busy, often noisy, classrooms full of students collaborating together to solve problems and aid each other in learning with the learner as the central focus and the teacher acting as facilitator of the learning. In this type of classroom, the use of Web 2.0 tools is essential. Solomon and Schrum profess that these tools can have a significant effect on schools and learning as they facilitate a change in thinking due to these tools promoting creativity, collaboration, and communication (Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, p. 21). For a constructivist teacher, preparing students for life in the 21st century, the use of technology as a tool to learn in a collaborative environment is vital.
I am looking forward to learning more in the coming weeks about effectively teaching with technology and continuing to improve as a teacher.
A desire to learn how to effectively teach with technology is the reason that I originally decided to pursue a Master's degree in Educational Technology. I believe that in order to successfully reach, teach, and produce prepared 21st century life-long learners and citizens, we must teach with technology across the curriculum.
Week 1 Reflection
This week I have learned about various theories of learning constructivism, connecdtivism, and cyborg. I found each of them interesting. Constructivism is a theory of learning is built upon the foundation that learners construct meaning for themselves building upon what they already know. Technology is used as a means to allow students to work at thei own pace, use multimedia to enrich their work, and build on thier own understanding by using computers to research a topic, complete learning activities, and communicate/collaborate with others (Southwest Educational Development Laboratory, (1999). Learning as a personal event: A brief introduction to constructivism. Retrieved on October 4, 2009 from http://www.sedl.org/pubs/tec26/intro2c.html). Connectivism, on the other hand, is a learning theory based on learners making relevant connections to facilitate ongoing learning. Knowing where to find information when it is needed, according to George Seimens's theory, becomes just as important as knowing what or knowing how. The Cyborg learning theory presented by Kevin Warwick involving the use of implanted computer chips in humans to enhance or upgrade mental abilites was also very interesting. Students implanted with computer technology would significantly change the way they learn and what they would need to learn. Enhanced memory, senses, and mental abilities could be possible with these implants. Personally, I find this theory to be the most controversial as it involves the fusion of technology with the human - one never to be apart from the other. For me, it is a bit too invasive.
After reading all of the articles this week, I believe that adhere mostly to the constructivist theory of learning. I really enjoyed the article by Sprague and Dede (1999) entitled "If I Teach This Way, Am I Doing My Job: Constructivism in the Classroom." It was while reading this article that I realized my classroom looks more and more like this model each year that I teach. The authors relate that traditional teachers and some principals view learning as teacher-driven and occurring in a quiet, orderly classroom arranged in rows. However, where learning really takes place is in the busy, often noisy, classrooms full of students collaborating together to solve problems and aid each other in learning with the learner as the central focus and the teacher acting as facilitator of the learning. In this type of classroom, the use of Web 2.0 tools is essential. Solomon and Schrum profess that these tools can have a significant effect on schools and learning as they facilitate a change in thinking due to these tools promoting creativity, collaboration, and communication (Solomon, G. & Schrum, L. (2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, p. 21). For a constructivist teacher, preparing students for life in the 21st century, the use of technology as a tool to learn in a collaborative environment is vital.
I am looking forward to learning more in the coming weeks about effectively teaching with technology and continuing to improve as a teacher.